Sharing Good Practice Taking Citizen Science Outdoors to support your teaching Thursday 16 th March 2017 Natalie White – Outdoor Learning Development Officer @natsywhite @EdScotOL
What is Citizen Science? Citizen Science gives young people and their communities the chance to get hands-on with science and STEM subjects, in an exciting and meaningful way. It provides them with opportunities to learn new skills, discover the world around them, to engage with the scientific community and to find out how science impacts on their lives and on society.
Policy support
Our vision for outdoor learning in Scotland: • all children and young people are participating in a range of progressive and creative outdoor learning experiences which are clearly part of the curriculum. • schools and centres are providing regular, frequent, enjoyable and challenging opportunities for all children and young people to learn outdoors throughout their school career and beyond • teachers and educators embed outdoor learning in the curriculum so that learning in the outdoor environment becomes a reality for all children and young people Published 2010
Recommendation 1.1: As part of this entitlement, outdoor learning should be a regular, progressive curriculum- led experience for all learners. Scottish Government Response: Outdoor learning is a key approach to learning within the curriculum and practitioners are encouraged to make outdoor learning a natural and normal part of practice. The frequency with which outdoor learning activities take place in schools should be determined by the needs of the curriculum and learners.
The current priorities for the National Improvement Framework are: • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children • Improvement in children and young people’s health and wellbeing • Improvement in employability skills and sustained, positive school leaver destinations for all young people;
National Improvement Framework Parental Engagement ; • Family homework • Family events • Wider achievement awards Assessment of children’s progress; School leadership; • Use of evaluation tools • Policy references • Impact reports • How Good is Our School 4 • Benchmarks – applying in new context Teacher professionalism; • Wider achievements • CLPL courses • Building capacity with teachers • Professional recognition
Outdoor Learning is not a subject – it is an extension to your learning environment Planning for outdoor learning should not be additional or separate from the rest of the planning. Outdoor Learning should not be view as additional work, we are simply using the outdoor environment to enhance a learning experience.
Observing and Monitoring Citizen science offers, all teachers, the opportunity to take their class outside to gather information. This information can be shared through displays, presentations or uploading to national sites and apps. ‘Listening and talking’ within literacy experiences and outcomes, responsibility of all. – to help me when interacting or presenting within and beyond my place of learning. ‘Data and analysis’ , within numeracy experiences and outcomes, responsibilities of all. Opal resources
Informing action Using Community Resilience as an approach to learning schools can; • Embed within the curriculum to understand the causes of emergencies and how they can affect communities; • Nurture the skills, capabilities and attributes of learners to help them become confident and resilient individuals • Discuss scenarios as a class - what would you do if…? • Help learners and families prepare for emergencies, how can they stay informed with plans in place. • Raise awareness of important websites, phone numbers and supports available
Promoting Learning Using curriculum subjects to engage learners; • Describe the effects of weather and climate on living things(SOC) • Compare and contrast land use of local environment and that of a contrasting environment (SOC) • Use apps to collect information and upload to national databases ie WOW/Met office (TCH) • Collecting data about local environment and creating habitats (SCN)
Helping children and communities learn about their local environment Encouraging pupils and families to engage in their local greenspace has multiple benefits. Natural Connections report;
STEM outdoors
How do we make a difference? • Remove barriers; myths, risk assessments, ‘ dementors ’ • Engage staff in creating meaningful learning experiences. • Identify the key teaching points in lessons • Ensure opportunities for pupil led learning; collaboration, metacognition, self assessment • Support staff to celebrate and recognise success
In every walk with nature one receives far more than he seeks – John Muir
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